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Relevant bibliographies by topics / Academic success of African-American students in poverty

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Academic literature on the topic 'Academic success of African-American students in poverty'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Academic success of African-American students in poverty"

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Li, Nan. "Promoting Student Academic Success: Paying Attention To Learning Environmental Factors." Journal of College Teaching & Learning (TLC) 9, no. 4 (2012): 261–66. http://dx.doi.org/10.19030/tlc.v9i4.7296.

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Achievement gaps become greater for schools with high-poverty and high-minority school population in the United States in recent years (Dillon, 2005; Lee & Slaughter-Defoe, 2004). The academic success of minority students is important because the nation cannot successfully compete in a global market when a considerable portion of its school population is under-educated. This study examines the academic success of African-American pre-service teachers. Analyzed qualitative data reveals that to promote academic success of minority students, nurturing successful personal factors through suppo

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Mutanda, Mary, Lawrence Mpele Lekhanya, and Sibusiso Moyo. "The Role of International Academic Professionals in the Development of Entrepreneurial Universities in South Africa: Government Funded Universities Perspective." Journal of Economics and Behavioral Studies 10, no. 5(J) (2018): 284–96. http://dx.doi.org/10.22610/jebs.v10i5(j).2517.

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There is a wide belief and acceptance from leading government and business experts that small enterprises and entrepreneurship are the key components to unemployment and poverty alleviation in any country. Unfortunately, high unemployment levels, low entrepreneurial activity and high small business failure rate have become the main characteristics of the South African economy. Post-school education is partially blamed for the dropping levels of entrepreneurial activities in the country. South Africaâ€™s tertiary education system continues to focus on producing job-seekers instead of job creato

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Wilkie, Misty Lynn. "Empowered by Cultural Identity and Catalyzed by Resilience: A Path to Support American Indian Nursing Student Success." Creative Nursing 26, no. 1 (2020): 43–47. http://dx.doi.org/10.1891/1078-4535.26.1.43.

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Since the early 1990s, the Institute of Medicine has identified the need to increase the number of ethnic minority nurses to improve access to care and eliminate health disparities in these populations (Institute of Medicine, 1994, 2011). American Indians (AI) and Alaska Natives endure the highest rates of poverty, depression, addiction, suicide, domestic violence, and diabetes in the United States (Sarche & Spicer, 2008). With the disadvantages AIs face, nursing schools have difficulty recruiting, retaining, and graduating AI nursing students. Based on the guidance needed by AI nursing st

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Lawson, Hal, and Michael Lawson. "Student Engagement and Disengagement as a Collective Action Problem." Education Sciences 10, no. 8 (2020): 212. http://dx.doi.org/10.3390/educsci10080212.

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Isolated teachers in stand-alone American schools are expected to engage diverse students in the quest to facilitate their academic learning and achievement. This strategy assumes that all students will come to school ready and able to learn, and educators in stand-alone schools can meet the needs of all students. Student disengagement gets short shrift in this framework, and so does teacher disengagement. A growing body of research emphasizes needs for nuanced engagement frameworks, better data systems, customized interventions facilitated by intervention registries, and bridge building betwe

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Johnson, Monica J., and Amy L. Reynolds. "Factors Influencing Academic Success Among African American College Women: The Impact of African American Acculturation and Religiosity." Journal of Black Psychology 44, no. 5 (2018): 403–21. http://dx.doi.org/10.1177/0095798418777400.

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African Americans are historically an underresearched, underrepresented, and underserved population. Furthermore, academic success research has primarily focused on White students, thus creating questions as to the appropriateness of generalizing results to students of color. This study explored factors that influence academic success in African American college women, specifically examining the impact of African American acculturation and religiosity. A total of 129 self-identified Black/African American college women completed an online survey assessing level of acculturation, religious comm

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Bailey, Deryl F., and Mary E. Bradbury-Bailey. "Empowered Youth Programs: Partnerships for Enhancing Postsecondary Outcomes of African American Adolescents." Professional School Counseling 14, no. 1 (2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400107.

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With the implementation of the No Child Left Behind Act of 2001, the educational community has the opportunity to ensure that underserved populations, such as students of color and poor students, receive the necessary educational support to achieve academic success. Relevant data from the Education Trust (1999, 2003, 2006) suggest a growing achievement gap between the academic performance of students of color and that of their White counterparts. This gap has led many educational communities to implement various strategies to close the achievement gap for these underserved populations. Family

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Brandy T. Gatlin and Cynthia L. Wilson. "Overcoming Obstacles: African American Students with Disabilities Achieving Academic Success." Journal of Negro Education 85, no. 2 (2016): 129. http://dx.doi.org/10.7709/jnegroeducation.85.2.0129.

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Stewart, Endya B. "Family- and Individual-Level Predictors of Academic Success for African American Students." Journal of Black Studies 36, no. 4 (2006): 597–621. http://dx.doi.org/10.1177/0021934705276798.

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White, Theresa, Paola Nava Jimenez, and Anna Beatriz Guerrero. "Academic Success and Stories of Resiliency: African American Female Students Navigating the College Terrain." International Journal of Education 13, no. 2 (2021): 75. http://dx.doi.org/10.5296/ije.v13i2.18602.

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Many educators have become accustomed to using the deficit model of thinking to illustrate the challenges faced by African American students, frequently interpreting their academic struggles as personal failures and lack of resilience. In 2007, a public university in Southern California established the Learning Habits Project (LHP), a study designed to assess the ongoing efforts of university academic programs and to provide data on fostering student success through successful learning habits. This study documented the strategic approaches that foster academic success and resilience employed b

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Bratton, Joel. "The Academic Success of African American Males at a Maryland Community College." Journal of Underrepresented & Minority Progress 2, no. 1 (2018): 44–72. http://dx.doi.org/10.32674/jump.v2i1.44.

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The purpose of this qualitative study is to examine the perception of African American males participating in one 4A program at a Mid-Atlantic community college. Twenty African American males, along with six staff members were selected to participate in the study. The study used focus groups to investigate students’ interactions with academic advisors and counselors and the impact of those interactions on students’ academic success. The nigrescence theory of evolving cultural identity served as the framework, as it emphasizes the role and impact of cultural identity as a driver for successful

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Dissertations / Theses on the topic "Academic success of African-American students in poverty"

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Gant, Monica Minor. "Culturally Relevant Collective Responsibility among Teachers of African-American Students in a High Poverty Elementary School." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275159007.

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Smith, La Toya Bianca. "PREDICTORS OF ACADEMIC SUCCESS AMONG AFRICAN AMERICAN COLLEGE STUDENTS." UKnowledge, 2014. http://uknowledge.uky.edu/edp_etds/24.

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African American students are graduating from high school and enrolling in higher educational institutions at greater rates than in previous years (U.S. Department of Education, 2009). Yet, they have not achieved the same level of academic success as their racial counterparts (American Council on Education, 2010; Ross, 2012). Ultimately, this disparity has resulted in only 17.7% of the African American population 25 years of age and older having at least a Bachelor’s degree (U.S. Department of Commerce, 2012). Many researchers have employed comparative study designs to explore this disparity.

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Swanson, Alexis C. "Factors that contribute to the academic success of African American males: Perceptions of African American male high school students." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618560.

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Much of the literature dedicated to the academic achievement of African American males focuses on failure, obstacles, negative influences and explanations of factors that negatively impact their academic success. This qualitative research study provided an opportunity for African American male students at the high school level to articulate their experiences and speak to the factors that they perceived as contributing to their academic success. The constructs of identity and cultural capital were offered by this researcher as a conceptual framework into the insight of factors that impacted the

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Howard, Demarius J. "An American Public High School Ethnographic Study| Effectively Preparing African American Male Students for Academic Success." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734191.

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<p> The purpose of this study was to engage in ethnographic research involving Jack E. Singley High School (JESA), which was part of the Irving Independent School District in Irving, Texas and recognized throughout the state as one of its most successful high schools. Singley High School had a population of 1600, with 88% minority students, who continued to exhibit academic achievement. The researcher evidenced specific interest in the performance of African-American male students at Singley, since this academic performance consistently received national recognition. This sub-population had be

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Wood, Osie Leon Jr. "Family Support Factors in African American Families That Promote Academic Achievement for Male Middle-School Students." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/37.

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One of the most consistently reported challenges in the education literature is the underachievement of African American males at all levels of the education pipeline - from elementary and secondary schools through to postsecondary education. African American boys are falling behind and they are falling behind early. This research focuses on resources within the home environment that are available to support the educational achievement of African American boys. There are a number of mechanisms through which parental involvement in the home and at school may promote academic success that are be

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Daugherty-Brown, Yvette N. "An Exploration of African American Male College Students’ Perceptions of Factors that Contribute to Their Academic Success." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1465825349.

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Foster, Kevin Michael. "Success on whose terms? : academic achievement and status production among Black students on a predominantly white university campus /." UMI Company copy, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008327.

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Jett, Christopher Charlie. "African American Men and College Mathematics: Gaining Access and Attaining Success." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/msit_diss/44/.

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Thesis (Ph. D.)--Georgia State University, 2009.<br>Title from title page (Digital Archive@GSU, viewed June 25, 2010) David W. Stinson, committee chair; Joyce E. King, Brian A. Williams, Lou E. Matthews, committee members. Includes bibliographical references (p. 237-253).

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Rose, Valija Cynthia. "Predicting success: Academic potential and talent development factors among Black and White students." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1550154157.

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Cumberbatch-Smith, Rohan. "School factors that contribute to the academic success of African American boys in an urban elementary school." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79520.

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The issues regarding the lack of academic progress of African American boys prompted Garibaldi (2007) to declare that the African American male continues to fall behind all racial groups, even his female counterpart, on educational performance measures or assessments and in graduation rates. Davis (2009) stated that the literature regarding the academic experiences of elementary aged African American boys in an urban school setting is rather sparse. With the knowledge that the African American male is falling behind his female counterpart, what can we do to ensure that we begin to look at the

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Books on the topic "Academic success of African-American students in poverty"

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Banks, Cerri A. Black women undergraduates, cultural capital, and college success. Peter Lang, 2009.

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Black women undergraduates, cultural capital, and college success. Peter Lang, 2009.

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Men of color in higher education: New foundations for developing models for success. Stylus Publishing, LLC, 2014.

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Black men in the academy: Narratives of resiliency, achievement, and success. Palgrave Macmillan, 2015.

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Blacked out: Dilemmas of race, identity, and success at Capital High. University of Chicago Press, 1996.

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Success factors of young African American women at a historically black college. Praeger, 2003.

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Success factors of young African-American males at a historically black college. Bergin & Garvey, 1998.

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Black women in the academy: The secrets to success and achievement. University Press of America, 1999.

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Black women in the academy: The secrets to success and achievement. University Press of America, 1995.

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Arroyo, Andrew T., Felecia Commodore, and Dominique J. Baker. Black Women College Students: A Guide to Student Success in Higher Education. Taylor & Francis Group, 2018.

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Book chapters on the topic "Academic success of African-American students in poverty"

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Finigan-Carr, Nadine, and Tanya Sharpe. "Community violence, adolescent aggression, and academic achievement." In Linking Health and Education for African American Students’ Success. Routledge, 2017. http://dx.doi.org/10.1201/9781315367361-7.

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Miller, Olivia Patrice-Chante', and Regina L. Banks-Hall. "Parental Involvement in Education." In African American Suburbanization and the Consequential Loss of Identity. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7835-2.ch007.

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This chapter examines the key factors of parental involvement in relation to African-American students' academic success. Researchers identified that school failure is common among low-income African-American youth in the United States. This achievement gap requires a review of areas, such as poverty and crime, family environments, parenting styles, and academic race stereotypes, that could possibly affect African-American's academic achievement. Data from the Bureau of Justice Statistics National Crime Victimization Survey revealed that opportunities exist in reducing poverty and crime in African-American communities. Additionally, factors such as school-district locations may impact African Americans' perception of education. Most low-income schools lack educational resources to support students with increased learning needs which leads to greater disparities in developmental outcomes. Using social-cognitive theory as a framework, the authors found that increased parental involvement may improve African-American students' self-efficacy for increased academic motivation.

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Garland, Virginia E. "The Digitally Excluded Learner and Strategies for Success." In Encyclopedia of Information Science and Technology, Third Edition. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-5888-2.ch233.

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Disparities in Information Science and Communication Technologies (ICT) skills exist both globally and nationally, between developed and developing countries and also between digitally included and digitally excluded students in developed nations such as the United States. Recent research and policy initiatives are recognizing the connections between achievement levels and Internet access. Students in families of poverty, minorities, immigrant children, and special needs students are more likely to have lower levels of academic success than their more affluent, white, non-disabled peers. This article addresses the need to provide effective ICT resources and teacher training to meet the specific needs of these groups of digitally excluded learners in elementary and secondary level American public schools: low socio-economic status (SES) students, minority students, English Language Learners (ELLs), and students with disabilities. Recommendations for moving from digital exclusion to digital inclusion are made at the end of the article.

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Wallace, Jerry L., and Vida Robertson. "The Men of L.E.G.A.C.I. Student Success Program." In Overcoming Challenges and Creating Opportunity for African American Male Students. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5990-0.ch011.

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Strategic and intentional engagement of first-year collegiate males aligned with faculty cultural competency development are areas that can impact persistence in the first year. African Americans only represent 11.4% of the overall Texas population, with 12.6% of students enrolled in P-12 and 13.4% of students currently enrolled in institutions of higher education in Texas. The percentage of African American males that are entering college and persisting through the first year is already overwhelmingly in a category red based on overall numbers. Colleges will need to make sure that recruitment efforts and appropriate advertising is available in areas that African American males would generally search for job postings. This chapter will explore platforms in establishing a student success academic program at a university campus geared to support African American males.

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Travers, Christopher S. "Mapping Mindset and Academic Success Among Black Men at a Predominantly White Institution." In Overcoming Challenges and Creating Opportunity for African American Male Students. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5990-0.ch009.

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Based on a larger research project, this chapter highlights findings from an exploratory study investigating the link between mindset and academic success among Black college men. Drawing on a self-reported survey instrument designed by the researcher, a regression analysis was conducted to explore the relationship between academic mindset (i.e., growth, fixed) and college grade point average (GPA), controlling for high school GPA and parents' education level. While the final model from a hierarchical linear regression (N = 34) indicates that high school GPA, parents' education level, and mindset accounted for 31% of the variance in Black males' college GPA, mindset did not significantly predict college GPA above and beyond Black males' precollege academic ability and parents' education level. Practical considerations for research and practice are discussed.

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Carter, Joelle Davis. "The African American Course Mystique." In Setting a New Agenda for Student Engagement and Retention in Historically Black Colleges and Universities. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0308-8.ch011.

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One of the challenges in building an inclusive and engaged college campus is empowering students to leverage campus resources while creating an environment that afford academic success. It is common for colleges and universities to offer diverse courses such African American studies courses to enrich students' learning. Drawing from a larger study focused on the factors influencing the engagement of White students attending public HBCUs, this chapter presents select aspects of the experiences of 22 White students attending two public HBCUs who were required to enroll in an African American studies or African Diaspora course toward degree completion. Despite instances of hypervisibility, a term associated with racial spokesmanship roles or feeling as if one stands out due to characteristics, such as race (Peterson & Hamrick, 2009); students pointed to the positive impact of diverse interactions with peers; strong faculty interaction and difficult class discussions that challenged their critical thinking skills and identity development and growth.

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Randolph, Devin L. "African American Male Students’ Perceptions of Factors That Contribute to Their Academic Success." In The Handbook of Research on Black Males. Michigan State University Press, 2018. http://dx.doi.org/10.14321/j.ctv4g1qgh.54.

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Herridge, Andrew S., and Montelleo DeLeon Hobley Jr. "Impact of Mentoring and Support Programs on Academic Performance of African American Males." In Overcoming Challenges and Creating Opportunity for African American Male Students. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5990-0.ch006.

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This chapter takes an in-depth look at the impact of mentoring programs and student success programs on the academic performance and retention of African American males at institutions of higher education. A review of the literature and data on the effects of mentoring and student success programs in postsecondary education was conducted through the lens of critical race theory. U.S. Census data indicated an achievement gap in the number of African American males with a Bachelor's degree when compared to White males. To combat the achievement gap, postsecondary institutions began developing mentoring programs designed to provide an environment that is supportive of the academics needs of their students. Three common themes emerged in the literature: the need for mentoring programs, the training mentors should receive, and the need for institutions to acknowledge that more needs to be done to support African American males.

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Ray, Christopher Adam, Adriel Adon Hilton, J. Luke Wood, and Terence Hicks. "Motivational Factors for Academic Success Prospectives of African American Males at Historically Black Colleges and Universities." In Setting a New Agenda for Student Engagement and Retention in Historically Black Colleges and Universities. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0308-8.ch012.

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This chapter investigates the motivational factors affecting retention rates of Black males at Historically Black Colleges and Universities (HBCUs). In particular, this research is focused on identifying factors that Black male HBCU attendees described as facilitating their continuation in college. Data from this study was derived from a sample of 109 Black male students attending the following institutions: North Carolina Central University, North Carolina A&T University and Winston-Salem State University.

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Lewis, Sylento R., and Myron L. Pope. "Someone Like Me." In Advocacy in Academia and the Role of Teacher Preparation Programs. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2906-4.ch014.

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This study focuses on the role that African American male instructors have on African American male students in the classroom and beyond. The research consistently demonstrates the persistence, completion, and overall success challenges that African American male students have in higher education. However, there are some African American male students who have been successful, and they attribute this success to African American male instructors who served as mentors. The research endeavored to hear the stories of these students, and to allow them to articulate how their experiences with these instructors benefitted them in their academic success. Anti-deficit achievement framework, self-efficacy, and social development theories serve as the conceptual framework for this study. Through the interviews, the students provided feedback that focused on positive relationships and interactions with African American male instructors. The chapter concludes with recommendations for creating such mentoring opportunities for these students in higher education.

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Conference papers on the topic "Academic success of African-American students in poverty"

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Ferguson, Alishia, J. L. Jennings, and Charles Small. "THE IBELIEVE INITIATIVE: EXPLORING FACTORS OUTSIDE ACADEMIC PREPAREDNESS THAT CONTRIBUTES TO SUCCESS AMONG AFRICAN AMERICAN MALE COLLEGE STUDENTS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2284.

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